The curriculum is a narrative where learners
construct and reconstruct knowledge through the individually continuous
and socially interactive nature of experience. Each individual’s experience,
filled with unique past memories, present actions and future intentions
is always in interaction with the social and physical environment. From
a narrative perspective, curriculum comes to life within classrooms as
teachers and students create lived curriculum texts. Curriculum, then,
is what they experience situationally and relationally, each person constructing
and reconstructing his or her narrative knowledge in response to interactions.
Although outlines prescribed in curriculum documents shape classroom curriculum
stories, individuals author these outlines within each classroom, according
to personal and situational particulars. These lived curriculum texts contain
a variety of characters, settings and plot lines that shift and change
over time.

A Climbing Partner as a Metaphor of
a Teacher - Climbing as a Metaphor for Teaching and Learning... Aida Fahoum

There is no metaphor more powerful for
me than that of a climbing partner for a teacher. Although a climbing partnership
assigns roles to each individual – climber and belayer, both participants
have opportunities to exchange roles and thus continuously offer needed
support to the other, in addition to sharing details of the experience.
In such a partnership there is a constant flow of perspective exchange.

A teacher fulfills two main roles in the
classroom – that of a guide, and that of a learner. As a guide a teacher
creates opportunities for learning or highlights natural opportunities
that arise. As a learner, a teacher engages in inquiries created by children
with children – in both roles teachers view children as resourceful, view
their inquiries as valuable, inspire innovative thought and action, provoke
awe and wonderment, and act as supportive, caring, and compassionate beings.

The role of teacher and learner are acutely
mirrored in rock climbing. Both climber and belayer are passionate about
climbing. They are well prepared for the task of climbing – safety mechanisms
are put in place and are secured by both participants. Both fully understand
that unexpected challenges may arise.

My belayer is key to my safety while climbing.
He/she must always be attune to my thoughts and actions – how I am feeling,
how I am moving, where I am going (and in times when he/she cannot see
the see me, my belayer must imagine probable activity). He/she must listen
for my voice, look for falling rock, and be aware of any possible safety
concerns. My partner must be fully present in the moment, aware, available
for support of all kinds, and must act as a safety net upon which I can
surely rely. With all this my partner must not overly interfere with my
experience; there should be a fine balance between allowing for self-discovery
and offering advice or support. He/she must also be supportive of any decision
I may make. In times when I am apprehensive or frightened, my belayer may
offer words of encouragement, or may invite me to stop and rest and reassess
the situation. In the case where the experience may be overwhelming, only
after making a final attempt at encouragement may my belayer let me down
to the ground. My belayer always reminds me of my right to rest, reassess,
continue, or even quit. We both understand that as long as there are attempts,
there are no failures.

But in times of triumph, my belayer joins
me in celebration. He/she yells in excitement, and shares in my joy. I
will sometimes request that I be kept at the top to absorb, and enjoy the
view, reliving my journey and reflecting on my accomplishments. If my journey
was challenging or troublesome, upon my descent I will share the challenges
and we will discuss any contributing factors, and ways that troublesome
areas can be better dealt with next time. We then switch roles and I become
the guide, my partner the learner-explorer. At the end of each journey
we are excited about different terrain to cover, and more challenging walls
to climb.

Climber and belayer often exchange information
about the type of rock they are climbing. They do this not only to determine
a style for climbing appropriate for the natural features of such rock,
but they do this in reverence for the rock. They wonder how old it might
be, how the climate affects it, how it was formed, how historical people
used or traveled around it, and what creatures inhabit it. In the same
way, teachers provoke children to think of all creation both in isolation,
and in context …the history, materials used, various uses across cultures,
and the stories of those who had their hands in its creation. In both scenarios,
being with the studied and developing a reverence for it, in-and-of-itself
is of extreme importance. Perhaps more profound is the consideration of
what is studied as not merely a final product, but more as an infinitely
changing creation through process, and offers opportunities for us to connect
with it. In both climbing and teaching, beauty is acknowledged and celebrated.

As a teacher, I relish in my opportunity
to act as a guide as well as a learner-explorer embarked on learning journeys
with my students. As a guide I may create rich opportunities for learning
that I believe may be relevant to my students, as well as provoke children
in various ways to engage in personally meaningful inquiries. As a traveler
I will not only observe students in their constructions of knowledge and
meanings, but I myself will engage as a learner in making connections,
building webs of understanding, and seeing beauty in all things anew. I
have been blessed with the opportunity to create opportunities for children
to realize their giftedness, use their bodies and minds for Self-and-other
discovery, take risks in an environment where they feel safe and know in
their hearts that if they fall they will be caught, and develop a lasting
harmony with all beings and creation around them. Climber, belayer, and
teacher must always be aware of possibilities, must be supportive and compassionate,
creative and innovative. When parts are missing, the experience is part,
when all parts are present the experience is whole. Perhaps above all else,
climber, belayer, and teacher must believe in their journeys, themselves,
and their partners in exploration.

Food For Thought... Rowena Mascarenhas

When we prepare a meal, whether it
is for ourselves or for others, we take the time to ensure that we have
the necessary ingredients and materials. Sometimes, despite our careful
preparation, we may discover that we are missing a much needed ingredient.
In some cases, we may need to improvise a bit in order to account for our
own tastes and preferences, or to accommodate for our guests’ dietary needs. As the chef we like to make sure
that we prepare quality products. We want to give our guests well-balanced
meals, covering the food groups, with the essential nutrients in each of
our courses. The presentation of the meal is crucial. We like
to garnish each platter in ways that will invite our guests to taste what
we have created and to share our meal with us. The meal at a social
event brings people together; it unites a community.

In many ways, curriculum is best described
in terms of food. We need food to sustain us; we need an education
to help us develop into thoughtful, responsible and informed citizens.
Our bodies and minds would not be able to function without food. Over the
years there have been a number of fad diets that have gained popularity,
but, at the same time, have been questioned. Likewise, politicians
and educators have disagreed about what should be taught and what is the
best way to deliver the material. Ultimately, we have realized, in
both cases, that a balance is needed. We need the carbs, proteins,
and fats just like we need the English, mathematics, and arts programs.
Many of us enjoy eating a buffet meal. Buffets offer us with many
choices. There are things that we may like, but there are also things
that may not suit our tastes. Similarly, the curriculum guidelines
are overwhelming at times, but we must decide what is needed and to what
extent they should be applied. We need to consume the basic sources
of nourishment (i.e. reading, writing, and arithmetic), but hopefully we
leave enough room for the dessert (i.e. the arts).

I see an ideal teacher- a holistic teacher
- as an adventure trail guide. This teacher keeps her students on
their feet, being active, learning by doing, by experiencing the world
around them. Sometimes the teacher will lead the journey, at the front
of the trail, demonstrating risk taking, questioning, a passion for learning
as well as skills and knowledge. Sometimes she will guide from the back,
letting the students take the lead. The teacher will help the students
build a safe, inclusive, trusting, collaborative group dynamic so that
all students will be free to take risks and to fully develop.

The students’ learning is an adventure
in the real world where what is in front/beside/around is constantly changing
and moving. They will experience the world through all of their senses
– not just by looking at pictures and hearing words. The students will
see themselves reflected on this journey. The students will come
up with questions on this journey and both teachers and students will have
the power to help them find the answers. The students will not be boxed
in by spoken and written language –other languages available to them such
as the language of music and the language of their bodies will be validated
on this adventure.

The expectation is that the adventure is
meaningful, exciting and authentic. The hope is that the students
leave the journey with this guide/teacher and look forward to their next
journey.

Metaphor: The curriculum is like a
cloud in the sky… Shara Bernstein

A cloud exists in many forms. While it
often appears in the sky, when it rains it exists in the droplets of water
that hit the earth. Bodies of water, in turn, evaporate to form new clouds.
Clouds thus exist as part of a web, a system. The curriculum should also
stress the relatedness of all people, the relatedness of all people’s actions
and the relatedness of all people to the earth.

The position of clouds in a water cycle
also undercuts the notion of distinct boundaries. Clouds thus reflect a
connected, un-fragmented existence. The curriculum should also transcend
conventional boundaries and limitations to emphasize greater relatedness
and wholeness.

Clouds reflect a multitude of perspectives.
You can look at a cloud and see a cloud, or you can see a woman, an ice
cream cone, a flower….Cloud gazing allows you to think in an abstract way
– to accept mystery, awe, fantasy and wonder as ways of knowing. The curriculum
should also foster and value divergent approaches to explaining experience.

A cloud sometimes exists alone in the sky.
Other times many overlap in an overcast sky. Sometimes the teacher is a
guide, a resource in the classroom (one cloud). Other times the teacher
is right up front (many overlapping clouds), and other times there is an
even balance.

Holistic Curriculum Metaphor: Fire
Pit... Sharon Grossman

The holistic curriculum is the fire pit
where each flame will grow towards its greatest potential with the help
of a caring and inspiring fire starter. Each flame receives a good
balance of wood, oxygen, and encouragement from the fire starter.
As the flames concentrate on the growth of their light, they experience
stronger feelings of connection to their base, each other, and the whole
great fire, and seem to just know how to creatively journey towards the
sky. As each flame brightens, it radiates the warmth and light it
has gained from its growth, and exists in wholeness and beauty, transforming
everyone and everything around it.

Metaphor of an educator as a trip leader...
Jen Stephenson

A trip leader has a very unique job.
Her job is to provide safety and structure for a number of trippers whom
she takes out in the wilderness for overnight excursions. During
these excursions, she is responsible for the well being and safety of all
group members. Throughout their varied length of time together, the
group and its leader distinguish goals and desired outcomes. Group
goals are planned by all trippers whereby increasing member ownership and
personal success and enjoyment. Members must learn to trust
one another, as everyone is not always involved in similar stages of the
planning. For instance, when planning meals one group may be responsible
for a certain day and others may have no knowledge of what will be provided.
Even though the members may not be aware of what is going in all stages
of the planning, the trip leader is very much aware.
She constantly encourages all members to work to the best of their ability
to ensure that their contribution to the group is of highest quality. The
level of experience and comfort usually varies within each individual.
She respects each tripper as an individual and acknowledges strengths and
weaknesses. Preparation and experimentation is very important as
a tripper. Each trip the trip leader learns something new about how
the group has approached its task or something new about human dynamics.
Before departing a final check on members and their tasks is performed.

Once on the trip,
all the theory and ideas that have been spoken about are put into practice.
The learning becomes more internalized as trippers match what they are
seeing with what they have learned. The learning comes to life.
Although there are a number of expectations while on the trip, the learning
becomes more self-directed and internalized. The students begin to
experience learning beyond the walls of the classroom. The connection
to nature and our surroundings resonates with each stroke of the paddle.
The serenity and calm of an early morning rise and a swim in the lake gives
one a greater sense of being. Silence has developed a whole new meaning.
Trippers begin to realize how they fit into the world while gaining a truer
understanding of many important things such as trust, friendship, peace
and thanks. Upon return the trippers share what they have learned
regarding the experience. They consciously and unconsciously learn
many important skills that can be transferred to everyday life and education.

I feel that a
tripper is a teacher and as a result share a number of commonalities.
A tripper must love what they do and I feel that a teacher should feel
the same way about her work. A positive role model can create the
positive learning environment required. This love translates into
how the students then view their learning. A great deal of planning
and preparation goes into a successful trip whether it is one night or
two months, planning is key. Planning is also key for a teacher,
who must ensure the many demands within the Ontario curriculum are met.
Trippers as well as trip leaders learn the importance of planning and preparation
in addition to the outcome or goal. This is an essential part of
learning. Trippers learn that they too have responsibility and control
over their learning and understand the positive benefit to becoming fully
engaged in their own learning. Of great importance is the learning
partnership between the tripper, the trip leader and the experience of
the learning (content). The three walls of this partnership are connected
and lay the foundation for a solid education. Mother earth is the
classroom of the trip leader illuminating the connection between the self
(ves) and our surroundings. Learning through doing and through nature
enables the trip leader to share in the learning process and self-discovery.

Curriculum as the stage... Mary Lou
Lamont

Curriculum is the backdrop and scenery
on the stage wherein the drama of classroom learning plays out. The
backdrop will change as new scenes come and go. Directions actors/learners
take will change with the new scenery. The teacher is but another
character within the play; not the heroine or hero, (for the child plays
that role in his/her own learning), but an important supporting actor.
The teacher may play the role of nasty nemesis or caring confidant as the
script of learning unfolds.

Metaphor of an educational leader as
a mother (in the best sense of the term)

A mother grows with her children.
A mother listens to her children. A mother is aware of all of the
emotional, psychological, and physical needs of her children. She
tries to be in tune with all of these needs and address them. A mother
learns with her children their differences, likes, dislikes and how to
best encourage their growth. A mother is nurturing, and kind.
A mother is strict, yells and is not always right, but a mother works hard
to keep everyone happy, safe and reaching their maximum potential.
A mother is a guide and works to help her children navigate their paths
in the world.

A mother is both a teacher and a learner.
Mothers are a metaphor for holistic learning in that they pay great attention
to all aspects of their children, and their needs. They are in tune
with the needs of their children on every level possible, both non physical
and physical. A mother is both a learner and a teacher as she gains and
provides guidance from new experiences and benefits of past experiences
to her children. A mother searches and employs new approaches to
greater reach her children and allow them to fully express themselves.
Mothers are dynamic and realize that learning is a process for them and
their children.

The Metaphor of Dance for Holistic
Approach to Curriculum... Teresa Placha

The curriculum is the series of dance steps
through which students are led, initially through the dance instructor,
with the instructor guiding the students, through the gentlest touch, great
enthusiasm and constructive feedback. At first, the dance steps seem
foreign to the student and the danger is that the student will focus on
mastering the dance step (ie. Box Step) from a purely intellectually perspective
– moving the left foot here, right foot there). However, even from
the start, the instructor asks the student to feel the music, to listen
with their hearts, and move accordingly, rather than rely simply on their
knowledge of the steps. Each student will wish to dance to a different
type of music, and it will be up to instructor to help the student find
a way to dance to their own tune. With practice, and with many different
dance partners, the student will learn to appreciate the many different
ways in which the music can be interpreted. Eventually, students
will want to lead in their dances, developing a freestyle approach or movement
to the music that speaks to their mind, body and heart. It is at
this point, that the will be ready to lead and be lead, intuitively making
decisions, in the moment as to how to move with others to the soundtrack
that life offers them.

The metaphor of an Ecosystem... Nadia
Graziani

The curriculum is a rainforest. The
animals or wildlife (the students) are individuals, each with various needs.
The wildlife take what they need, in order to grow and change, from the
everpresent vegetation (the teacher). Different animals require sustenance
at different times and in differentforms, but the vegetation is vast and
diverse, always providing for the various needs of the wildlife.
A rainforest works in unison to create andmaintain a healthy environment.
Every species in a rainforest has a unique and important role to play,
and they are all dependent on one another in some way. At the core
of a rainforest is the sense of connectedness.